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dc.contributor.authorStavrou, Theoula Erotocritouen
dc.contributor.authorKoutselini, Maryen
dc.creatorStavrou, Theoula Erotocritouen
dc.creatorKoutselini, Maryen
dc.date.accessioned2017-07-27T10:43:06Z
dc.date.available01-Jan
dc.date.available2017-07-27T10:43:06Z
dc.date.issued2016
dc.identifier.issn2332-3205
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38574
dc.description.abstractThe aims of this action research are: (a) to investigate the process of differentiation of teaching and learning in mixed ability classes from the perspective of teachers', and (b) to examine the effectiveness of differentiation of teaching and learning in improving reading abilities of students from the first class of the lyceum (fifteen year olds), their self-efficacy and their attitudes towards learning. This action research uses the results of pre and post tests, students' interviews before and after the intervention, class observations and teachers' diary records. The research indicates that the main obstacles teachers have to face are: (a) to define, analyze, and hierarchize reading abilities and strategies from the simplest to the most complex (b) to clarify students' readiness (c) to design lessons to address students' readiness, interests and learning style (d) flexible class organization, and mainly (e) to get rid of misconceptions about their role in the learning procedure. In addition, the research reveals the contribution of differentiation in students' learning, self-efficacy, and beliefs about learning. The most important conclusions are that teachers' self-reflection and cooperation with other colleagues play a major role in teachers' conceptual change and in enhancing teachers' efforts to deconstruct the curriculum according to their students' needs. Finally, respecting students' individuality leads to the improvement of their knowledge and skills and motivates them to learn.en
dc.publisherUniversal Journal of Educational Researchen
dc.sourceUniversal Journal of Educational Researchen
dc.subjectIndividualized instructionen
dc.subjectHeterogeneous groupingen
dc.subjectTeacher attitudesen
dc.subjectInstructional effectivenessen
dc.subjectReading improvementen
dc.subjectSecondary school studentsen
dc.subjectSelf efficacyen
dc.subjectStudent attitudesen
dc.subjectAction researchen
dc.subjectPretests posttestsen
dc.subjectInterviewsen
dc.subjectObservationen
dc.subjectDiariesen
dc.subjectBarriersen
dc.subjectSecondary school teachersen
dc.subjectForeign countriesen
dc.subjectCyprusen
dc.titleDifferentiation of Teaching and Learning: The Teachers' Perspectiveen
dc.typeinfo:eu-repo/semantics/article
dc.description.volume4
dc.description.issue11
dc.description.startingpage2581
dc.description.endingpage2588
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesAccession Number: EJ1118715; Acquisition Information: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org; Education Level: Secondary Education; Reference Count: 49; Journal Code: JAN2017; Level of Availability: Available online; Publication Type: Journal Articles; Publication Type: Reports - Research; Entry Date: 2016en
dc.contributor.orcidKoutselini, Mary [0000-0002-6738-6222]


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